Speech and Language

Topcliffe Speech and Language Resource Base

All children who are allocated a place within our Speech and language Resource Base have a primary need of speech or language disorder. They should be receiving and responding to Speech and language therapy . They should also have a speech and language report diagnosing DLD (Developmental language disorder) and indicating the child needs intensive, regular speech and language therapy.

Teaching and learning has a holistic approach and focuses upon providing as many opportunities to develop speech and language as possible. Teachers work alongside NHS therapists to support learning using a wide variety of strategies.

All the children in the Resource Base have access to Speech and Language Therapists from the NHS, this might include one to one therapy sessions, or targeted group sessions.

We have capacity for 20 children within our Speech and language Resource Base. The children are taught in two classes, which are of mixed age. In each class there is a Teacher and Teaching Assistant to help support your child.


The Speech and Language Resource Base charter


Our aim is to provide specialist teaching and therapeutic Speech and Language (S+L) support for children with Speech Language and Communication Needs (SLCN) To work to a high professional standard by providing an environment where children with SLCN make good and outstanding progress especially in their Speech, language and communication in order to enable pupil’s to fulfil their potential and successfully return to full time mainstream provision.


The environment plays a key role in the acquisition of language skills.

  • Children are educated in a happy, safe, language rich environment, which could include role play areas, a conversation station.
  • Enhanced listening environment- reducing background noise and distractions where possible.
  • Children should be able to have face-to-face or close contact with the teacher from where they are seated.
  • Speech and language targets on display.
  • Specific speech and language tools around the classroom for staff to use- colourful shapes, cued articulation, word aware.
  • Visual resources/ symbol support on display to support language and learning.
  • Visual timetables- use pictures, symbols or photographs. For younger children, having a visual time line can be very effective.
  • Equipment and areas labelled for specific activities- pictures, symbols, photographs or written labels, sound buttons.
  • Supportive visual displays of topics or current activities. This can be used to reinforce information.
  • Routines of the classroom or activity very explicit- use of visual cues to support as needed.
  • Praise and reward good speaking and listening.
  • Use good examples of speaking to reinforce good communication. ‘Jacob, you spoke really clearly and we could all hear what you said, well done.’
  • Allow time for the pupils to answer.
  • Pupil profiles on display or in class folder for mainstream teacher to make use of strategies to support child within class.
  • Encourage independence-

Instructions for children to follow themselves (task board)

Resources – list of equipment for children to find and gather themselves before a lesson starts.



Integrating SLT activities within the curriculum can provide a relevant context to support learning and improve a child’s opportunities to use their skills in a more generalised way.

  • Delivering the curriculum using language focused techniques/ approaches.
  • Use of specific speech and language tools incorporated into planning- eg. colourful shapes, cued articulation, word aware.
  • Building in opportunities for frequent repetition and consolidation.
  • Developing cross curricular themes to facilitate reinforcement and consolidation.
  • Having clear learning objectives.
  • Technology to support children recording work/ children’s voices eg. using sound buttons/I pads.
  • Break down tasks and instructions into manageable ‘chunks’, with step- by- step symbol or picture cards ( when needed) to back up short, clear, verbal explanations.
  • Multisensory approaches to stimulate, engage and support children with their learning.
  • Liaison with teachers to support learning of pupils in the mainstream setting.



  • Small group and 1:1
  • Team teaching with speech and language therapist
  • Emphasis on teaching language skills- phonic awareness, expressive language, vocabulary, specific grammar, comprehension, repetition of key concepts.
  • Concepts delivered in language children can access and new learning continually broken down into small, achievable steps.
  • Prompting with cues
  • Opportunities to integrate with mainstream children to meet child’s specific needs
  • Real-life experiences – use of real objects in teaching and trips and visits to reinforce learning



  • Regular access to speech and language assessments to underpin academic progress
  • Standardised tests to measure small steps of progress
  • Immediate verbal feedback given to children during the lesson
  • Use technology (e.g. digital cameras) and observation to record work and progress
  • Regular feedback and meetings with parents/ carers



  • Specialist resources e.g. shape coding, cued articulation
  • Use of visual prompts
  • Use of Widgit software to create visual/ symbol support for learning


Speech and Language Therapy

  • Specific speech and language programmes carried out with individual children by therapists and school staff
  • Group teaching of: oro-motor skills, phonological awareness, narrative, social skills etc.


Multidisciplinary Approach

  • Collaboration between staff and other professionals to meet the individual needs of the child: Health, Local Authority, Community
  • Liaison with professionals from other schools to aid transition to and from the SLCN base
  • Regular communication with parents and carers



  • Adults trained in specific approaches to teaching children with DLD
  • Ongoing CPD to keep up to date with latest research/ strategies
  • Adults model and disseminate expertise and good practice to mainstream colleagues.